PDG+Text+Review

__Literacy Work Stations: Making Centers Work__ by Debbie Diller
 * Professional Development Group Reflection**

Classroom centers are usually either favored or strongly opposed by elementary instructors. Some teachers see only the benefits in them as a risk free, experimental environment where students can interact with one another while learning and practicing new concepts and strategies without the assistance of the teacher. Other educators are skeptical of centers because of the heightened noise level it may create, the risk of students becoming off task at stations, or the teachers need to feel in control of students learning. I am the latter teacher, the one that does not believe in centers. However, in reading __Literacy Work Stations: Making Centers Work__ by Deddie Diller, I now respect the principles of centers, and realize that they are actually functional and purposeful in the classroom. Diller composed this text surrounding the different types of centers literacy instructors can create for their students. Centers that are explored include big book, writing, drama, ABC/Word study, poetry, and other work stations. Diller also informs readers how to use each station, establish the classroom library, and plan literacy practice at centers. This easy to read text provides explanations of what children can do at stations, how to set them up, the materials needed, how to introduce the station, what the teacher will need to model, how to differentiate here, how to keep students accountable/ assess, how to keep the station going throughout the year, and possible activities at each station through not only writing, but also a variety of model photographs. Through the detailed text and complementing photographs, I have identified several insights into centers that I feel will assist in my future instruction including the importance of modeling and explicit instruction, anticipating problems, and finally, establishing a routine and organizational system.

One of the most important insights I gained from the text was that children need direct, explicit, and modeled directions if they are to work as expected at each station. As mentions earlier, with every station Diller described, she had a section devoted to what teachers should model for students. She also notes that modeling can not only be a onetime occurrence. “Studnets need to see many demonstrations of how to use materials or do a task before they can do them well on their own. Simply showing them once isn’t enough for most learners, even adult learners” (Diller, 6). More so, demonstrations are an important prerequisite for language learning according to Brian Cambourne’s Conditions of Learning Model. When teachers model more frequently, guaranteed success is achieved at stations, and thus, students can be allowed more responsibility and freedom at centers. Another component of good instruction besides modeling is giving explicit and direct instructions. Diller does this with “I can…” lists at every station. “The list outlines what students can do at the station which helps clarify expectations” (Diller, 8). Diller also suggests generating this list with students so that they better understand what to perform at each center. Equipped now with the knowledge of the effectiveness of modeling and giving explicit instruction, this will influence the way I supplement my instruction dramatically. My belief has always been that students need models of the product they are to produce or of the activity you expect them to perform. With Diller’s research and support on the importance of modeling, in my future teaching I will be sure to demonstrate to students while articulating to them explicitly what I expect them to do in their work and of their final product. I can communicate this through a checklist of my expectations that students can utilize when completing a project or through videotaping the modeling of a task so that students can refer back to it when they are confused of what actions to perform. Modeling and providing direct explicit instruction is only one significant element to literacy instruction and centers that I found insightful and inspiring to my future teaching.

Another detrimental insight I have gained from literary work stations is to anticipate problems and have solutions ready for them when they occur. I was impressed that Diller had considered almost //every// problem that could occur at //every// station and composed solutions for each one. Teaching is such an unpredictable career, and thus, one must anticipate anything and everything, in particularly with centers, as students work more independently and the teacher is not overseeing every child all at once. Many of the problems Diller identified as being disorganization of centers, children having difficulty selecting a task, properly using and storing materials, working together, and many more that are specific to certain centers. Some of the most consistent problems occur however when children are given more accountability at stations. “When the task is too hard, when the child doesn’t thoroughly understand the task or when the purpose of the task is unclear, the result is off task behavior and teacher interruptions” (Diller, 8). There is also the case where students are finding the station too easy and thus cause trouble out of boredom. To solve these dilemmas, teachers should instruct to the child’s Zone of Proximal Development (ZPD) developed by Lev Vygotsky. “ If you closely examine students who get into trouble in class, chances are you’ll find that some of them are being asked to function at a level above their current ZPD” (Diller, 8). Besides providing solutions to specific problems, students are also capable of solving issues themselves with the proper supports. “ When given a supportive environment and opportunity to do so, children can solve their own problems… talk with students daily for a few minutes before and after work station time and help them fix what went wrong at the work stations” (Diller, 35). From this, we see that our instruction and centers can be refined through problems and students feedback. Anticipating problems and having prepared solutions for each one is a significant influence now in my future instruction. Strategizing before a problem even arises will lead to smoother transitions, less time taken away from activities, and little to no classroom interruptions. I could also write up and post solutions of what to do in certain situations for myself, my students, and any classroom visitors to refer to. Finally, I will take way the importance of problems to take place as it help to refine teaching and stations when the class comes together to discuss problems that arose. Anticipating problems has been an important influence on my future instruction as now I am informed of how to operate my classroom smoothly.

The third and final insight and influence on my teaching I received form __Literacy Work Stations__ was to establish a routine and an organized classroom. Children need predictability and by establishing routines in the class room from day one, children feel to be in a more secure and risk free environment. “They need to have clear predictable routines in order to learn” (Diller, 25). One way to establish a routine for stations is through a management board. “The key is that students know where they’re supposed to be, when they’re supposed to be there and what they are supposed to be doing” (Dillard, 16). Management boards can appear in the form of pocket charts, rotation wheels, and strips of poster board, whatever one favors. As for the timing of centers, a study of first grade work stations proved that after thirteen minutes children became restless. Thus, Diller suggests putting on a timer for fifteen to twenty minutes. This way, students know when to rotate by the sound of the bell and each child gets an equal amount of time working at designated stations. Another time tip is for the teachers who believe they don’t have time to implement centers into their classrooms. To eliminate this misconception, one just has to replace the old with new and multitask. “If we keep adding new routines but don’t do away with something old, we’ll run out of time in the day” (Diller, 24). Make time for literacy work stations in your schedule and its components of modeling, instructing, engaging in, and eliciting feedback or sharing. Organization is also important in centers and Diller suggests numerous organizational strategies including color coding materials, labeling everything, and not putting out all materials at once. When teachers have organized classroom, instruction operates more efficiently and clean up is simpler. The ideas for organizing and routines as supplied through Diller’s text have greatly influenced by future teaching practices. I will be sure to establish a schedule of when each subject area will be addressed and more so, have it visible at all times in the form of a chart hung in the room. I know now the effectiveness labeling has on instruction for when everything is in its proper place, instruction is more fluent. Lastly, a timer will be crucial in my future instruction because as of now, all of the lessons that I have taught in my cooperating classroom have gone over the time limit and into other subject. Organization and routine establishment have most certainly been an insightful piece of the text and an influence to my future career.

Overall, __Literacy Work Stations__ has been a highly insightful text that has supplied me with inspiration for my future classroom. The text is easy to read and repetitive, so one will have a firm understanding of strategies, ideas, and concepts. Once opposed to centers by the lack of focus I assumed children would have at them, I now realize that through established routines, organization, trouble shooting, modeling and supplying explicit instruction, all make up successful learning centers. “Establishing literary work stations is one of the best things you can do to engage your students in meaningful, independent practice that will help them become better readers and writers” (Diller, 25). Someday, I hope that my students will achieve successes in reading and writing through well established centers based on the insights I have gained and their influence on my future practice. Until then, I’ll be satisfied with knowing that centers can work and anticipate their application the next time I am in the classroom.